Authors:Moira Fiscus First page: 628 Abstract: The British Library hack and its response serve as a clear example of the vulnerability of institutions of higher learning to such attacks and the importance of maintaining an open dialogue with the public during recovery. This open dialogue is currently lacking as universities attempt to move on and cover up these attacks quickly. This paper aims to start the conversation by providing three examples of institutions that went through a hack that left their services down for a significant period, how it affected those they serve, how they responded, and what information was made public. PubDate: 2024-07-01 DOI: 10.5860/crl.85.5.628 Issue No:Vol. 85, No. 5 (2024)
Authors:Leo S. Lo First page: 635 Abstract: This survey investigates artificial intelligence (AI) literacy among academic library employees, predominantly in the United States, with a total of 760 respondents. The findings reveal a modest self-rated understanding of AI concepts, limited hands-on experience with AI tools, and notable gaps in discussing ethical implications and collaborating on AI projects. Despite recognizing the benefits, readiness for implementation appears low among participants. Respondents emphasize the need for comprehensive training and the establishment of ethical guidelines. The study proposes a framework defining core components of AI literacy tailored for libraries. The results offer insights to guide professional development and policy formulation as libraries increasingly integrate AI into their services and operations. PubDate: 2024-07-01 DOI: 10.5860/crl.85.5.635 Issue No:Vol. 85, No. 5 (2024)
Authors:Jung Mi Scoulas, Sandra L. De Groote First page: 669 Abstract: This article explores the relationships between faculty library use, their perceptions of the importance of library resources, and its impact on their research productivity at a public research university. The authors used a self-reported faculty survey and publication records from a faculty activity reporting system to answer this question. Findings showed that faculty’s perceptions of the library resource for their research had no relationships with faculty research productivity, whereas a positive correlation was found between the frequency of use of online journals and databases, and faculty research productivity. Qualitative findings revealed that faculty viewed the library as providing and purchasing the needed library resources, and that they valued the librarians and library services as essential to their teaching and research. PubDate: 2024-07-01 DOI: 10.5860/crl.85.5.669 Issue No:Vol. 85, No. 5 (2024)
Authors:María Evelia Emerson First page: 695 Abstract: Academic libraries need to have a stronger understanding of how to best support multiracial college students. The purpose of this study was to learn if multiracial students viewed their academic library as a place that increased their sense of belonging. Through interviews and a focus group with multiracial undergraduate students at the University of Illinois Urbana-Champaign (UIUC), the author learned that the interviewed students viewed the library in a positive manner but did not feel like it increased their sense of belonging on campus. Suggestions on how to increase their sense of belonging from students are included in the discussion. PubDate: 2024-07-01 DOI: 10.5860/crl.85.5.695 Issue No:Vol. 85, No. 5 (2024)
Authors:Don Latham, Melissa Gross, Heidi Julien First page: 712 Abstract: This paper shares the results of semi-structured interviews with 30 community college librarians who have instruction duties. The interviews explored these librarians’ perceptions of students’ information literacy (IL) strengths and weaknesses as well as their views of students’ self-perceptions. Participants believe that students are confident in their ability to find information and are proficient in using technology to find information. Participants consider students’ overconfidence to be an IL weakness along with: not understanding the research process; being overwhelmed by information; and, in some cases, having poor reading comprehension skills. Views are mixed as to whether students’ IL skills vary based on their program of study. PubDate: 2024-07-01 DOI: 10.5860/crl.85.5.712 Issue No:Vol. 85, No. 5 (2024)
Authors:Susan Alison Bolton First page: 726 Abstract: In 2020 a University of Saskatchewan Library Working Group investigated liaison librarian workloads across disciplines to help develop a clearer understanding of variance in disciplinary needs, which would then help inform equitable annual liaison assignments. This article describes the process and data used to compare liaison workloads across the health sciences, fine arts, humanities, science, and social sciences disciplines. Although the Working Group was able to formulate some general recommendations, there was uncertainty around how the COVID-19 pandemic, as well as the Library’s shift to a functional organizational structure, might impact liaison librarian activities and annual assignments in the future. PubDate: 2024-07-01 DOI: 10.5860/crl.85.5.726 Issue No:Vol. 85, No. 5 (2024)
Authors:LuMarie Guth, Bradford Dennis First page: 739 Abstract: Academic libraries have conducted studies on the importance of the library research consultation (LRC) regarding student learning and the impact on academic success. While there is a robust literature examining library anxiety, no study has been designed to measure the impact of the library research consultation on stress. Researchers at a mid-sized midwestern Carnegie Research 2 institution analyzed 108 surveys administered before and after the consultation. Findings confirm the LRC improves perceived stress levels at the project and overall level. The overall stress change and project stress levels were lower during the COVID phase of the study. PubDate: 2024-07-01 DOI: 10.5860/crl.85.5.739 Issue No:Vol. 85, No. 5 (2024)
Authors:Sarah Rose Fitzgerald, Christine Turner, Anne Graham First page: 755 Abstract: This study investigates how instructors consider resource cost and availability when compiling assignments in their course syllabi. It uses the academic planning model from Lattuca and Stark to frame the influences on instructional material selection. It employs a critical incident technique method, asking instructors to take into account one course syllabus when making assignments. Findings address differences across formats including books, chapters, articles, and video. Findings show differences between disciplines and concerning lack of familiarity with fair use. It concludes that increased consultation with library personnel regarding course books would help provide students with affordable materials in compliance with fair use. PubDate: 2024-07-01 DOI: 10.5860/crl.85.5.755 Issue No:Vol. 85, No. 5 (2024)
Authors:Afton Fawn Ussery, Sofiya Petrova Dahman First page: 776 Abstract: In the past five years, Delta State University’s academic library has made significant efforts to develop sustainable outreach programs that support the LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, Queer+) community. This program has increased the library’s visibility and enhanced its image among its students, faculty, and staff. The article describes the outreach program’s effort, and the collected data will provide a framework for others interested in designing and hosting such programs, including adaptability during the COVID-19 pandemic. PubDate: 2024-07-01 DOI: 10.5860/crl.85.5.776 Issue No:Vol. 85, No. 5 (2024)
Authors:Stephanie Cicero First page: 791 Abstract: Instruction Identities and Information Literacy is a three-volume set edited by Amanda Nichols Hess, the Coordinator of Instruction & Research Help at Oakland University Libraries in Rochester, Michigan. Volume 1 of Instruction Identities and Information Literacy is titled Transforming Ourselves and is divided into three parts: Part 1: “Personal Identities and Perspective Transformation,” Part 2: “Professional Practices and Instructional Identity Development,” and Part 3: “Collaborative Experiences for Instructional Identity Development.” Through each part of this first volume, the reader is taken through the experiences of academic librarians and their transformative experiences, which led to the development and transformation of their instructional identities. PubDate: 2024-07-01 DOI: 10.5860/crl.85.5.791 Issue No:Vol. 85, No. 5 (2024)
Authors:Jess Haigh First page: 792 Abstract: Ann Medaille is director of research and instructional services at the University of Nevada, Reno Libraries. Her most recent publication, “The Librarian’s Guide to Learning Theory: Practical Applications in Library Settings” (2024) reviews theories related to learning in its widest definition; not just the learning that takes place in the classroom, but in a variety of settings. This book examines various learning theories taken from a predominantly Western, Global North canon and shows how they can be supported by library settings, both virtual and online. The book also links theory to librarians’ classroom teaching practices, though that is not its main scope. Although the parts related to space design could be useful for all libraries, the book is clearly aimed at academic librarians or library space managers within education. PubDate: 2024-07-01 DOI: 10.5860/crl.85.5.792 Issue No:Vol. 85, No. 5 (2024)
Authors:Raymond Pun First page: 794 Abstract: When we consider artificial intelligence, we may think about the recent generative artificial intelligence tools making the news, such as OpenAI’s ChatGPT, Google’s Bard, or Microsoft’s Bing. However, AI has been a scientific discipline since the 1950s; AI was originally trained to perform very specific tasks and generally did such assignments very well (e.g. playing chess). Academic libraries such as Stanford University Libraries have also been discussing the role of artificial intelligence and its applications in higher educations, business, and society. AI is now being incorporated into the mainstream due to recent developments in these generative tools that are becoming readily available. Dr. Fei-Fei Li, Professor of Computer Science and Founding Director of Stanford Institute for Human-Centered AI at Stanford University, writes in her memoir, The Worlds I See, about her curiosity, affinity, and engagement with artificial intelligence. The author explains how she came to understand the promises and perils of AI through her encounters, projects, and collaborations over two decades. PubDate: 2024-07-01 DOI: 10.5860/crl.85.5.794 Issue No:Vol. 85, No. 5 (2024)
Authors:Julie Setele First page: 795 Abstract: Since 2016, the University of Arizona Libraries has hosted the Critical Librarianship and Pedagogy Symposium (CLAPS), a free, biennial event focused on critical pedagogy in librarianship. Edited by University of Arizona librarians Yvonne Mery and Anthony Sanchez, this volume—The Critical Librarianship and Pedagogy Symposium: Reflections, Revisions, and New Works—builds on past CLAPS presentations with the goal of increasing participation in future conferences. Originally developed by Paulo Freire, “critical pedagogy recognizes that our education system is shaped by hegemonic political and economic forces, often to the detriment of politically and culturally marginalized students” (Mery and Sanchez, 2023, p. vi). PubDate: 2024-07-01 DOI: 10.5860/crl.85.5.795 Issue No:Vol. 85, No. 5 (2024)
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